The purpose of this research was to improve students' reading comprehension to find the main idea and make inferences about a narrative story in the second grade of SMP Unismuh using pacing technique. In this research, the t-test was used to check the significant difference between the students' reading comprehension before and after the treatment. The findings of the research showed that the students' score improved in reading comprehension.
The average score of the students' pre-test indicated that students' ability in reading comprehension was low and in the post-test the average score indicated that there was improvement.
INTRODUCTION
- Background
- Research Problems
- Objectives of the Research
- Significance of the Research
- Scope of the Research
Students must be active in class so that they can pay attention to the teacher. Especially in reading a narrative text, the Students usually feel bored because they find it difficult to understand about the story. The focus of this research is therefore to help the Students to understand story text.
Based on the explanation above, reading instruction should encourage the students to be able to understand quickly without taking a long time to read.
REVIEW OF RELATED LITERATURE
Previous of Related Research Findings
Concept of Reading
- The Definitions of Reading
- Types of Reading
- The Objectives of Reading
- Reading Techniques
- The Advantages of Reading
- Definitions of Reading Comprehension
- Teaching Reading
- Teaching Reading Comprehension
- The Principles of Teaching Reading
When this happens, content and grammatical structures repeat themselves and students have many opportunities to understand the meaning of the text. Intensive reading means that the readers take a text, study it line by line and momentarily refer to the dictionary about the grammar of the text itself. Brown in Haris (2011) explains that extensive reading is performed "to gain a general understanding of usually somewhat longer text (book, long article, or essays, etc.). The purposes of extensive reading are to build reader confidence and enjoyment .
It is not surprising that reading is one of the important skills in learning a foreign language. According to Klinger (2007), reading comprehension is "the process of constructing meaning by coordinating a number of complex processes that included word reading, word and world knowledge, and fluency". In teaching reading comprehension, the teacher needs certain strategies to make the students understand the reading texts.
Readers do not need to pronounce every word and do not need to know the meaning of every word, but understanding the text is more important. These micro-skills can be used by the teacher as strategies to overcome students' reading comprehension difficulties. Strong reading comprehension skills help students in all other subjects and in their personal and professional lives and their future.
A teacher must build students' confidence in learning English, because self-confidence is one of the important factors that affect students' success in learning English. In the classroom, the teacher explains that cooperative learning in the classroom is more important than competition between students. In the classroom, the teacher should insist that learning is not only doing exercises and deciding the right and wrong answer, but the teacher also needs some activities to develop students' creativity in learning English.
Making students not dependent on the teacher is a good way to build their intuition.
Concept of Pacing Technique
- The Definition of Pacing
- The Methods of Pacing
- Technique of Pacing
- Procedure of Implementation Pacing Technique
This will help you break the habit of reading a passage over and over again. A relatively easy way to maintain an effective class pace is to avoid interruptions in class caused by misplaced materials and other learning resources. Provide positive reinforcement, direction, and corrective feedback for classroom behaviors (both appropriate and inappropriate) in a way that complements, not detracts from, the pace of the lesson.
The real art of pacing is in creating a sense of urgency and also in not leaving your students in the dust. For most students in the classroom, this pace feels right. feeling -- while steadily moving forward, demonstrating ample time to wait/think along the way. Sometimes we need to slow down to move the learning in the room forward.
Think two steps ahead of the next activity and start preparing for the next activity without finishing the last one. While students are completing a portion of the learning, hand out any materials, set up the projector, or have instructional notes in place so there is little or no dead time between one learning activity and the next. Many teachers make small supply containers with materials that include glue sticks, scissors, highlighters, sticky notes, etc. and place it in the center of each collection of desks or team tables.
37 how to do it on your own, students engaged in RIG get time to try to understand things they are in the middle of learning or don't yet understand. Discussion: Students spend a minute or two sharing and discussing their answers with everyone in the class.
Conceptual Framework
Hypothesis
RESEARCH METHOD
- Research Design
- Population and Sample
- Research Variables and Indicators
- Instrument of The Research
- Procedure of Collecting Data
- Techniques of Data Analysis
Calculation of students' average reading comprehension test score 𝑋 = 𝛴𝑋. X : total raw score n : number of students. The findings of this research show us the results of the students in the pre-test and post-test through the rhythm technique. The result of the table showed that there was an improvement in students' reading comprehension.
The frequency of students' reading comprehension using the tempo technique in the pre-test and the post-test. The researcher found that the pacing technique was helpful to the students in learning English, including reading. The students' reading comprehension ability was reported to be lower before using the pacing technique than after using the pacing technique.
Based on the results, the researcher found that the students' reading comprehension ability was low. The frequency of students' reading comprehension using pacing technique in pre-test and post-test pacing technique in pre-test and post-test. The students' post-test scores were different because there was an improvement in the students' reading comprehension.
It indicated that there was improvement in the reading comprehension of the students after using pacing technique in reading. Data analysis result of students' reading comprehension using the tempo technique in the pre-test and the post-test.
FINDINGS AND DISCUSSION
Findings
- Improvement of the Students‘ Reading Comprehension Using
- The Frequency of the Students‘ Reading Comprehension Using
The average score of the student which was shown based on the pre-test and post-test score showed the difference in the score. The result of t-test calculation showed that there were significant differences between students in reading comprehension using the pacing technique in improving the reading comprehension of students in the second grade of SMP Unismuh Makassar.
Discussion
And based on the findings of the researcher found that there was an improvement of the students' reading comprehension who used pacing technique than the students who did not use it. According to the explanation, the researcher concluded that Good pace means that students realize that they are learning and feel as if the material is moving quite quickly and the students are enjoying it. Pacing technique used can improve students' reading ability and understanding of reading material given to the students, and make it easier for students to complete the question given to them related to the reading material they have read.
After the implementation of the pacing technique, there was an improvement score of the students in the post-test, as shown in Table 4.1, which was 70.69. There was an improvement in reading comprehension among the students who used the tempo technique compared to the students who did not use it. Table 4.1 shows that the improvement was 41.93%. The reading ability of the students was low and this indicated that there were no students who categorized good, very good and excellent.
There were no students who scored poorly, 11 students categorized as fair, 17 students categorized fairly well and 7 students categorized well. This chapter consists of the conclusion and suggestion based on findings and describes the effectiveness of pacing technique to improve students' reading comprehension at the second grade of SMP Unismuh Makassar. The result of the research findings above, the use of pacing technique was effective in improving the students' reading comprehension at the second grade of SMP Unismuh Makassar.
The use of ''Pakem'' (active, creative, effective and joyful learning) approach to improve the students' speaking skills. The effectiveness of using team word webbing to improve students' reading comprehension in news item text.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
- Procedure of Scoring Main Idea
- Procedure of Scoring Conclusion
- The Specification of Conclusion Criteria
- The Classification of Score
- Improvement of the Students‘ Reading Comprehension Using
- The Frequency of the students‘ Reading Comprehension Using
By using various techniques, the researcher can greatly increase the motivation of students in the process of teaching and learning in reading activities. She was the 1st child from the marriage of her parents Jamiluddin (almh) and Megawati. In the same year, she continued her studies at SMP Datok Sulaeman Palopo and graduated from high school in 2009.
In the same year, she was admitted as a student at the English Department, Faculty of Teacher Education and Training, Muhammadiyah University of Makassar. She actively participated in an organization star since she was in high school, she was a member of PMR and then she joined LIMPA INDONESIA (Lingkar Intelektual Muda Pemerhati Pendidikan) and she was active in the organization on campus that was UKM LKIM-PENA . One day after trying for many hours to get the bird to say Catano, the man became very angry.
The witch was very angry when she heard this and shouted, “Get out of my house. After her friend left, the witch looked around her house and said to herself, “My friend was right. When it was time for her to go, her brother said ― it's getting dark.
So Ah Tim led the way and the young woman followed, carrying her baby in her arms. The young woman cried out to the wolves, "Please eat my own son." Then she put her son down before the wolves and took her nephew with her.
